Developmental language disorder (DLD) is one of the most prevalent neurodevelopmental conditions, affecting up to 12% of learners worldwide. Despite its prevalence and long-term educational impact, DLD remains poorly understood and under-recognised within schools and public discourse (Gibbons et al., 2023; Hobson et al., 2024; McGregor, 2020). As neurodiversity becomes increasingly influential in education research and policy, education systems are called upon to recognise and respond to a wider range of learner differences. However, support allocation in many systems continues to rely on categorical eligibility criteria. DLD provides a revealing lens through which to examine this tension. This study examined the experiences of clinicians and parents regarding DLD diagnosis in Ireland. We explored their perspectives of how diagnostic practices are shaped by the interplay between understandings of children’s individualised needs and institutional requirements for access to educational and therapeutic support. A qualitative exploratory design was adopted. Participants included speech and language therapists (n=7) and parents of children with DLD (n=15), recruited via professional and parent networks. Data were generated through individual interviews, dyad interviews, and parent focus groups. Reflexive thematic analysis was used to examine participants’ accounts of diagnostic decision-making, communication, and educational consequences. Four interrelated themes were identified: (1) challenges of giving a DLD diagnosis, (2) communicating diagnosis to families, (3) the perceived utility of diagnosis, and (4) future directions and recommendations. Across themes, a central tension emerged between professional knowledge of children’s profiles and the need to secure access to support within education and health systems. Limited understanding of DLD among educators and, at times, clinical and service contexts was a barrier to timely identification and support. Clinicians and parents viewed diagnosis as essential for accessing resources, yet diagnostic decisions were frequently shaped by eligibility criteria rather than by children’s needs alone. Clinicians described anxiety about identifying the “right” diagnosis that would enable access to support, even when it did not fully align with a child’s profile. These findings reveal a disjuncture between neurodiversity-informed principles of inclusion and eligibility-driven practice. By positioning DLD at the intersection of neurodiversity discourse and institutional practice, this study contributes to European education research by showing how knowledge gaps, diagnostic structures, and resourcing systems constrain inclusive intentions. The findings highlight the need to embed DLD-specific content in teacher education programmes. Reforms are advised to reduce reliance on categorical diagnosis for support access. Addressing these issues is essential for advancing inclusive, neurodiversity-affirming education systems.

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